|Teaching method||Contact hours|
|Course coordinator(s)||dr. ir. HW Vaandrager|
|Lecturer(s)||dr. ir. LWA Klerkx|
|dr. ir. HW Vaandrager|
|Examiner(s)||dr. ir. HW Vaandrager|
Language of instruction:
Assumed knowledge on:
Basic principles of health promotion, recommended: CPT-3AB06 Science Communication 2.0 Dialogue and Transdisciplinarity, Health and Life Sciences, HSO-31806 Advances in Health and Society and HSO-20306 Environmental Assets for Health.
Much of what makes people healthy or sick - income, social position, where people live, level of literacy, culture, political system - lies outside the direct scope of interventions aimed at individuals. To capture this complexity, health promotion practices require a shift in emphasis from disease prevention focused on messages about risk and required behaviour change, to a more ecological and salutogenic approach taking into account social, environmental, and cultural contexts in which people live, work, recreate and play (cities, families, schools, workplaces, recreation and communities). In line with this thinking, a setting is defined as a place or social context in which people engage in daily activities, in which environmental, organisational and personal factors interact with health and well-being. Settings offer both an opportunity to promote health and well-being, and may also constrain it. In this course we focus on analysing settings, which may include the family/household, educational settings, workplaces, recreation, prisons, hospitals and communities. By means of an in-depth and real-life case study, students will explore a certain health promotion issue from a settings perspective, to get concrete experience with the settings approach.
After successful completion of this course students are expected to be able to:
- understand theory about the relationship between health and the context in which people live, work, play and recreate;
- apply theory and methods in the field of Health and Society by means of analysing a setting for health promotion and designing solutions for it;
- determine general and specific features of different settings;
- identify meaningful and motivating resources for life within different settings;
- collaboratively (in a group) develop and execute a settings based research project (case study) commissioned by a client outside the university;
- develop the capability to critique and provide constructive feedback to improve other people’s and your own work;
- develop creative, self-regulated as well as collective learning.
The course consists of
- lectures (including guest lectures);
- literature study;
- working groupwise on the development of a field work research plan for a case study commissioned by a client outside the university;
- critically peer reviewing research proposals of fellow students;
- writing a feedforward report;
- two reflection reports about the individual and collective learning process.
There is no written exam but students are expected to incorporate elements of the guest lectures, theory as presented in the book, health promotion principles, system thinking in the group paper and the peer reviews.
The final mark is a weighted average:
- expectation paper 5%;
- individual peer review of research proposal 10%;
- presentation research proposal 5%;
- group project final report 50%;
- presentation final report 5%;
- individual feedforward 20%;
- final reflection paper 5%.
These partial grades have each to be sufficient (5.5 or more).
We also ask the commissioner to grade the group project and this mark is used for rounding up the final mark for the group report.
Literature will be made available in Brightspace.
|Restricted Optional for:||MTO||Tourism, Society and Environment||MSc||5MO|
|MCH||Communication, Health and Life Sciences||MSc||B: Spec. B. - Health and Society||5MO|